Category Archives: Project 23

Project 23, week 15

it is predicted that students that play the history game hands on improve in exams instead of just reading about the game.
my results supported the thesis well because when the participants played the game, they have tend to remember the game much more than them just reading about it. when they read about the game it was hard for them to remember every detail but when they played it they didn’t forget any rules.
my experiment solved the huge issue because it will give a sense to the teachers to have lessons hands on for students to remember lessons to help them do better in class and it keeps the class entertained as well. this study will help the students more because in the studies i have read about have not done a game based learning in a sustained environment.
this will help in the long run for students to improve the way they study or the way they are being taught in school. this will also students be engaged in the lesson which is a very important thing.
“in the studies i have read, they have not done a game based learning method in an informal environment. informal learning environment makes the student feel as if they are having fun instead of actually learning.
potential problem can be they might not build much skills to read and understand a lesson
this study effects the field by letting the teachers know a way to keep the students engaged in the lesson and have them reminded of the lesson just by thinking about the activity they did.
potential future experiment they can do is testing if this hands on lesson decreases their reading skills.”

Project 23, Week 14

best of both worlds

50 subjects were used. they were recruited randomly from a middle school. the inclusion criteria was they had to be the ages of 10-13 years of age and attending school. the exclusions were SES and gender. the conditions were they are not able to move to each other station if they have not completed the current station. they were assigned in groups which had about 5 students each group and each of them had a station. the subjects demographics were clues and context clues to figure out the game.
The materials I used to collect data is test to see if they remember the game and also the only way to get a pass to go to the next station is actually understanding each step. it will be measured by the test. The game was presented by modeling out to the students one round by a teacher. The responses were measured by how good they do.
the conditions i created and compared is the students getting a chance to read about the game in an article format and the other condition is the student getting a chance to be hands on with the game.one group was asked to read and write about the game. and one group was asked to play the game to see if they understand.. we explained it by modeling and visually showing them.i collected the data from their game and a test.

Project 23, week 13

my game is called best of both worlds. 50 subjects were used. they were recruited randomly from a middle school. the inclusion criteria was they had to be the ages of 10-13 years of age and attending school. the exclusions were SES and gender. the conditions were they are not able to move to each other station if they have not completed the current station. they were assigned in groups which had about 5 students each group and each of them had a station. the subjects demographics were clues and context clues to figure out the game.The materials I used to collect data is test to see if they remember the game and also the only way to get a pass to go to the next station is actually understanding each step.it will be measured by the test. The game was presented by modeling out to the students one round by a teacher. The responses were measured by how good they do.the conditions i created and compared is the students getting a chance to read about the game in an article format and the other condition is the student getting a chance to be hands on with the game.one group was asked to read and write about the game. and one group was asked to play the game to see if they understand.. we explained it by modeling and visually showing them.i collected the data from their game and a test.the outcome of my experiment was great because as i predicted the group that played the game hands on did have a better result in the study.

Project 23, Week12

my game is called best of both worlds. 50 subjects were used. they were recruited randomly from a middle school. the inclusion criteria was they had to be the ages of 10-13 years of age and attending school. the exclusions were SES and gender. the conditions were they are not able to move to each other station if they have not completed the current station. they were assigned in groups which had about 5 students each group and each of them had a station. the subjects demographics were clues and context clues to figure out the game.
The materials I used to collect data is test to see if they remember the game and also the only way to get a pass to go to the next station is actually understanding each step.it will be measured by the test. The game was presented by modeling out to the students one round by a teacher. The responses were measured by how good they do.the conditions i created and compared is the students getting a chance to read about the game in an article format and the other condition is the student getting a chance to be hands on with the game.one group was asked to read and write about the game. and one group was asked to play the game to see if they understand.. we explained it by modeling and visually showing them.i collected the data from their game and a test.the outcome of my experiment was great because as i predicted the group that played the game hands on did have a better result in the study.

Project 23 Week 10

ANALYSIS
best of both worlds

50 subjects were used. they were recruited randomly from a middle school. the inclusion criteria was they had to be the ages of 10-13 years of age and attending school. the exclusions were SES and gender. the conditions were they are not able to move to each other station if they have not completed the current station. they were assigned in groups which had about 5 students each group and each of them had a station. the subjects demographics were clues and context clues to figure out the game.
the materials i used to collect data is test to see if they remember the game and also the only way to get a pass to go to the next station is actually understanding each step.it will be measured by the test. the game was presented by modeling out to the students one round by a teacher. the responses were measured by how good they do.
the conditions i created and compared is the students getting a chance to read about the game in an article format and the other condition is the student getting a chance to be hands on with the game.one group was asked to read and write about the game. and one group was asked to play the game to see if they understand.. we explained it by modeling and visually showing them.i collected the data from their game and a test.

the outcome of my experiment was great because as i predicted the group that played the game hands on did have a better result in the study.

Project 23 Week 11

best of both worlds

the learning objective is to help them learn games from other countries. learn about other historical games. the game is trying to create how to experience games from other countries and learn about their historical fact about the games.
the dominant form the player has with the game is the player in the museum gets to play the game and experience it while the players in a classroom gets to read about it. it supports the learning objective because some may find reading about the game boring. they rather read about it.
the game is designed most affected for cognitive processes.this helps because this makes the player this about how to figure out which game from which country and learn about their historical fact about them instead of reading about it.

5 players are engaged in one group. they all have one station to learn about each game and they are to put together which game goes with what country and work as a team. they are cooperative with each other.
the primary objective of this game is to learn about different games in other countries which helps them learn about it faster instead of reading about it. yes the game objective does reinforce the learning objective
the rules of the game is not to discuss with other groups and learn within groups and help the team mates. they could play the game and put the pieces together.this compliments with the game and learning objective because they would learn better in smaller groups and they wouldn’t be everyday in the museum.
the items that occurred during the game is different games and clues for them to figure out which country it comes from. and doesn’t apply
the game elements are introduced to them with instructions of a teacher and they are to play the game and read a caption for every game they play and pick out of 5 countries which country is that game from and that is how the game is maintained. it is resolved by learning about other games in an entertaining method.
the game does not prevent players from behaving a certain way. the limitation of fun is a lot because they will be already in an informal setting. it doesn’t contribute with he objective.
the game ends after they figure out which game is traditional is what country. the outcome does not conflict with the objective.

the main characters are the players. their motivation is to learn about different games fast. there is no avatar.
the challenges that are presented is learning how to play the game.the player should master how to play the game fast and figure out the right countries before other groups.
it takes place in realistic world
the general premise of the story is learning about games by playing it instead of reading about each game which can be boring.
the story is used in a linear narrative method. the players interactions relates because they work together as a team and give each other any help each of them need.
the game is playful in a way to learn about different things which being in an informal setting and have the freedom. the most prevalent play is the children having the freedom to play the game in an informal setting.
the tension is controlled by the time because each students gets a certain about of time they get to be in each station. the story creates the conflict in this game by not having enough time for certain players.

the objects that were used to build this game is the actual ames from other countries and index cards with clues and graphic pictures to help them understand more.
the objects that are required are index card and a map of the world.
the object behavior that will be used is understanding the game and learning about other cultures
the basic relationship between the elements is putting the context clues together to learn in a fun method. the students that have to read the materials will be the controls the dynamics of the system.
no the game does not.
the new system that emerges from the game play is without them having to learn they study in a method where they play the game which can make them learn faster. yes there are procedurally generated systems
the information on how to play the game is exposed to the player and the information on what can they learn fro the activity is exposed to the player as well which will get the students more excited to want to learn. what is hidden to the player is not knowing if they are in a control group or experimental group because to them every class is doing it. the players interact with the system hands on and received feedback after they were done doing every level

yes the game is fully functional
yes the game is complete and there isn’t any voice
yes the game is balanced. yes there is a dominant strategy. yes the game is symmetrical.

yes the game is engaging. this promotes the learning because when they learn to play the game it stays in their mind about the fun activity they did and the way they learned it no matter how long it has been.
the choices that are meaningful in the game is having the choice to be in any station they want to be in. also playing the game many times as they want. they relate to the objective because when they play it many times they will learn more about it
there isn’t any part that is broken, the part that is going to feel micromanaged is understanding the game. playing the game is stagnant. there isn’t any inconsequential choices.
very easy to play the game. it takes them about 5 minutes to learn how to play and they learn by a group of adults that teach them how to play the game

Project 23 week 9

the best of both worlds

the learning objective is to help them learn games from other countries. learn about other historical games. the game is trying to create how to experience games from other countries and learn about their historical fact about the games.
the dominant form the player has with the game is the player in the museum gets to play the game and experience it while the players in a classroom gets to read about it. it supports the learning objective because some may find reading about the game boring. they rather read about it.
the game is designed most affected for cognitive processes.this helps because this makes the player this about how to figure out which game from which country and learn about their historical fact about them instead of reading about it.
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5 players are engaged in one group. they all have one station to learn about each game and they are to put together which game goes with what country and work as a team. they are cooperative with each other.
the primary objective of this game is to learn about different games in other countries which helps them learn about it faster instead of reading about it. yes the game objective does reinforce the learning objective
the rules of the game is not to discuss with other groups and learn within groups and help the team mates. they could play the game and put the pieces together.this compliments with the game and learning objective because they would learn better in smaller groups and they wouldn’t be everyday in the museum.
the items that occurred during the game is different games and clues for them to figure out which country it comes from. and doesn’t apply
the game elements are introduced to them with instructions of a teacher and they are to play the game and read a caption for every game they play and pick out of 5 countries which country is that game from and that is how the game is maintained. it is resolved by learning about other games in an entertaining method.
the game does not prevent players from behaving a certain way. the limitation of fun is a lot because they will be already in an informal setting. it doesn’t contribute with he objective.
the game ends after they figure out which game is traditional is what country. the outcome does not conflict with the objective.

the main characters are the players. their motivation is to learn about different games fast. there is no avatar.
the challenges that are presented is learning how to play the game.the player should master how to play the game fast and figure out the right countries before other groups.
it takes place in realistic world
the general premise of the story is learning about games by playing it instead of reading about each game which can be boring.
the story is used in a linear narrative method. the players interactions relates because they work together as a team and give each other any help each of them need.
the game is playful in a way to learn about different things which being in an informal setting and have the freedom. the most prevalent play is the children having the freedom to play the game in an informal setting.
the tension is controlled by the time because each students gets a certain about of time they get to be in each station. the story creates the conflict in this game by not having enough time for certain players.

the objects that were used to build this game is the actual ames from other countries and index cards with clues and graphic pictures to help them understand more.
the objects that are required are index card and a map of the world.
the object behavior that will be used is understanding the game and learning about other cultures
the basic relationship between the elements is putting the context clues together to learn in a fun method. the students that have to read the materials will be the controls the dynamics of the system.
no the game does not.
the new system that emerges from the game play is without them having to learn they study in a method where they play the game which can make them learn faster. yes there are procedurally generated systems
the information on how to play the game is exposed to the player and the information on what can they learn fro the activity is exposed to the player as well which will get the students more excited to want to learn. what is hidden to the player is not knowing if they are in a control group or experimental group because to them every class is doing it. the players interact with the system hands on and received feedback after they were done doing every level

yes the game is fully functional
yes the game is complete and there isn’t any voice
yes the game is balanced. yes there is a dominant strategy. yes the game is symmetrical.

yes the game is engaging. this promotes the learning because when they learn to play the game it stays in their mind about the fun activity they did and the way they learned it no matter how long it has been.
the choices that are meaningful in the game is having the choice to be in any station they want to be in. also playing the game many times as they want. they relate to the objective because when they play it many times they will learn more about it
there isn’t any part that is broken, the part that is going to feel micromanaged is understanding the game. playing the game is stagnant. there isn’t any inconsequential choices.
very easy to play the game. it takes them about 5 minutes to learn how to play and they learn by a group of adults that teach them how to play the game

Project 23 Week 8

my name of the game us best of both worlds. in my experiment there were 6 subjects were used. three students at a formal environment and three students at an informal environment. they were recruited randomly. the conditions were they cant discuss the answer with each other and they can’t re watch the video. they were assigned to these conditions by the game rules and the testing that will be given after the game. the subjects demographics were a video and pictures. the materials i used to collect data is iPads which stores the game scores and when they take a test. the score will be also measured. the game was presented by showing them how to play from the beginning to the end. the responses were measured by a test and game scores. the conditions i compared are informal environment and formal environment to learn definitions. they were asked to watch the video then answer the questions in the game which helps them remember the definitions of each word that was presented in the game. i explained it to the subjects by visually showing them. i collected the data from the quiz scores and the test scores. the outcome of my experiment was great because as i predicted the informal setting did have a better result in the whole study.

Project 23 Week 7

ANALYSIS
the game is trying to teach students easier way of learning definitions. the learning experience the game is trying to create is help students learn which setting is relevant for them to learn faster and better.
the dominant form of interaction the player has with the game is on an iPad while being at a formal setting or at an informal setting. this supports the learning objective by helping the students and teachers know how can you make learning fun for students.
cognitive and social behavioral processes is most affected by this game design. cognitive behavioral process helps the students think and put together from right to wrong with the definitions and the social behavioral process is what will determine if the students can do better at the game if they interact with a partner or if they’re at a different setting.
the number of players engaged in the game is 1to  2 players. the players can pick the options on if they want two players and they will receive the same words in different screens and while they play the game player one and 2 will be able to view how far has each  of them gotten and how much they have scored.
the primary objective of the game is to learn definitions fast and finish all the levels. yes the game objective does reinforce the learning objective
the rules of this game is to view a story (video clip) where they say all the words that will be tested on them during the game and the game will be able to show a picture of the vocabulary word as a hint for 5 seconds but they will lose point overtime they pick hint. this complements with the learning objective because it will help the students play more attention to the video and never think about using the hint.
the items that are occurred during the game is a video with scenery with a book that open with definition and three choices of words to pick from and a hint  button on the side to view a picture that will determine the answer. no resources are spent and no governs the exchange of resource.
the game elements are introduced by showing a video clip to the children or demonstrating a reading to them and in that demonstration the vocabulary word will be presented and if they have got the context clue, it will be easy for them to maintain it and solve the questions afterwards without using their points.
the game prevents in players from getting distracted and they will have to stay still and play attention to them clip. this can be fun because they get to explore how the words can be learned in an entertaining way instead of just writing it down in the book. it will contribute the objective by them learning the words sooner.
the game ends after they have completed all the elements and have learned all the words they are supposed to know. the outcome complements with the objective because it shows how fast each students have learned the words without using hint.
the main character in game is the student who picks the answer and the motivation for the student is to complete all levels.theres isn’t any relationship
the challenges thats presented is learning the definitions. the player must master to learn the definitions
the game takes place in realistic world
the general premise of the story is watching the video clip and answering the right answer for the definitions.
it uses linear narrative. they interact with narrative by watching the video
the game is playful in a way to learn new words. the most prevalent play is picking the answer and getting it right. it doesn’t apply
the tension is there when the player doesn’t know the answer. the resolution is controlled when they go to over levels. the only time the game creates a conflict is when the player doesn’t know the answer.
papers, cards, video clip, pens, iPad, pictures
no object property is required for the game
learning the words and the definitions are the only object behaviors thats needed
the basic relationships between the system elements is looking at the video and trying to use context clue to figure out the words when they start the game. chasing the right answer controls the dynamics of the system
no the game doesn’t have that
the new system that emerge is when the students can skip levels. yes there procedurally generated systems
the information on how to play the game is exposed and the benefits of the game is exposed. what is hidden in the game is that it is an experimental game. they interact with the system by starting to play the game by watching the video.it is controlled by the player on how much he learns. they will receive feedback after the game is over.
yes it is a fully functional game
yes the game is complete. there isn’t any voice that is not being represented
yes it is balanced. yes there is dominant strategy. yes the game is symmetrical.
yes the game is engaging. they support the elements by interacting with other players and their skills to learn the words by playing.
the choices on how easy it is to learn new words is meaningful. it relates because it helps the players learn new definitions.
there isn’t any part thats broken. the part on using the hint is micromanaged. the part to watch the video is stagnant. the inconsequential choice is using the hint if they don’t know the answer.
it is very easy to play the game and it takes about 1-2 mins to learn how to play the game and they learn it by instructions.

Project 23 Week 6

my population of interest for my game is preteens. my interest of population is children at the age 10-13 year. they were recruited randomly. my experimental group : kids that play the game in an informal setting, control group: kids that play the game in the formal setting. my subjects are 10-13 years old. the only criteria that was used is to see if the students is the same age in school records. kids over the age of 13 was excluded. kids with any disability was excluded. the average age of the subjects were 10-13 years. there will be 10 girls and 10 boys in each group. ethnicity didn’t matter and education, they had to be in middle school. they were given coupons for kids meal at restaurants and baseball game tickets. yes they did receive course credit. materials that was used in this experiment are classroom, museum, the game on a device, test, measuring game scores and test scores. my stimuli is having an iPad where kids with partners learn definitions in different environments with freedom to skip levels and without freedom to skip levels to see who can understand a word better with definitions. the stimuli was presented when the students start playing the game and when they are randomly picked to be in each setting. the responses were measured by score on the game and the test they take afterwards. no other equipments are included. the conditions i created was having them in pairs to learn each definitions and comparing what difference can informal and formal setting can do to them and also checking if giving them freedom to learn the definitions can make it much entertaining for them to remember the lesson. subjects in formal setting was set up in pairs and given definitions of words in an iPad with a picture to figure out the right word for each definition in order from level 1 to 10. subjects in informal setting was set up in pairs as well and given definitions of words in an iPad with a picture to figure out the right word for each definition in any order they want and skip levels if they want. i explained it to the subjects by just telling them how some of them will be playing the game in class and some will be taken to go somewhere and play the game and they will do an activity on who learned more on definitions of words. i collected my data after the played the game, i took down the game score and they took a test.